درخت حوزه‌های تخصصی

The purpose of the present research was to examine the effectiveness of meta-cognitive strategies training on the cognitive failure in patients with general anxiety disorder (GAD). This quasi-experimental design consisted of two groups, with pre-test/ posttest and the control group. Considering the experimental nature of the research and also, with regards to the drop in the number of 30 people (15 in each group), patients with generalized anxiety disorder (DSM-5) were selected according to the available criteria and were randomly assigned to the experimental and control groups according to entry requirements. In both groups, the scale of Broadbent et al. Cognitive Failures Questionnaire (CFQ) was carried out. Then, the experimental group underwent metacognitive strategies in 10 sessions of 90 minutes and the control group did not receive any training. At the end, the same questionnaire was administered in both groups. The results of the two groups were evaluated in two stages using relevant statistical tests. Multivariate covariance analysis showed that meta-cognitive strategies training significantly reduces cognitive failure and its subscales (distraction, memory defects and inadvertent errors) in patients with general anxiety disorder (P<0/05); there was no significant difference between meta-cognitive strategies training with the subscale of not remembering names (P>0/05). Despite the differences in the scores of cognitive failures in the group studied, it is recommended to use metacognitive strategies to reduce the symptoms of cognitive impairment in patients with generalized anxiety disorder.

The purpose of the present study was to apply the Multilevel Structural Equations Modeling (MSEM) in order to investigate the effect of teachers’ and student’ goal-orientation as well as help-seeking on the 7th grade students’ math performance. For this purpose, 550 seventh grade learners selected by two-stage cluster-sampling method completed Megli et al.’s (2000) Goal-orientation Questionnaire, as well as Rian and Pontrich's (1997) help-seeking Questionnaire. Also, teachers responded to Butler’s (2007) questions about goal-orientation. Data were analyzed using Multilevel Structural Equations Modeling. The results showed that goal-orientation had a significant direct effect on academic performance of individuals and the whole class, and the effect of help-seeking on their academic performance was significant as well. Findings also showed a positive and significant relationship between Mastery Goals and Mathematical Performance, and a negative and significant relationship between the Goals of Tendency toward Performance and Avoidance of Performance with students' Mathematical Performance. Also, considering the teacher's orientation, it was disclosed that there is a direct positive relationship between the Mastery Goal and the Functionalism with the Educational Mastery Functions, and between the Function Escaping Goal and Work Avoidance with Functional Teaching Methods. Moreover, teachers with Mastering Goals had positive perceptions of helping out when needed, and teachers who had Functional Goals concerned with the rote learning of assignments The fit for Multilevel Structural Equations Model evaluated as fair enough and students' Goal-orientation explained 22% of Performance Variance while this amount was 28 % for Teachers’ Goal-orientation.